Kriek, J & Stols, G (2010)Teachers’ beliefs and their intention to use interactive simulations in their classrooms, South African Journal of Education, 30 pp 439-456

en

dc.identifier.uri

http://hdl.handle.net/10500/13478

dc.description.abstract

In this pilot study, we sought to examine the influence of the beliefs of Grade 10
to 12 physical science teachers on their intended and actual usage of interactive
simulations (Physics Education Technology, or PhET) in their classrooms. A
combination of the Theory of Planned Behaviour, the Technology Acceptance
Model and the Innovation Diffusion Theory was used to examine the influence
of teachers’ attitudes, subjective norms and perceived behavioural control on
their intention to use simulations in their classrooms. Using regression and
factor analyses, it was found that beliefs about the perceived usefulness and
the pedagogical compatibility of PhET have a significant effect on teachers’
attitude towards the use of the simulations in their classrooms. The expectations
of the teachers’ colleagues contribute to the subjective norm of these teachers.
The regression and partial correlation result also highlights the importance of
teachers’ general technology proficiency. Although we were not able to confirm
a direct link between attitudes, subjective norm, perceived behavioural control,
and the teachers’ behaviour intention we show the influence of behaviour
intention on the actual use of the simulations with an accuracy of 70.83%.